Previously Submitted to ASDN
Lindsey Cassidy
EDUC 57127
Response and Application Paper
Implementing Catlin Tucker in the 9 & 10 ELA Classroom
I have
recently relocated to Juneau, Alaska (from Kodiak, Alaska) and was lucky to
find a .6 teaching position for one 9th grade English class and two
10th grade English class.
There are no requirements to be in an Honors class that I can find, so
the students in my classes are the ones who have specifically chosen to not go
on the Honors/AP track. Therefore,
my student make-up is students who are struggling readers, several ELL
students, several students on IEPs due to reading skills and/or behavior, many
with 504’s for anxiety and/or ADHD, strong readers who don’t want to put forth
the effort in an advanced class, and students who are at grade-level reading
ability and placed correctly.
I learned an
incredible amount during Catlin Tucker’s webinar. Some of it I have already begun implementing, but much of it
will be slowly added into the class as we continue our learning.
One of the
earliest points of conversation in class was the process for online
discussions. She shared ideas
about how to set ground rules, examples to give students of “what to do” and
“what not to do.” Her use of the
website Schoology and demonstrating its use was also incredibly helpful.
I certainly plan
on implementing Schoology with my students before winter break. Unfortunately, because we created
accounts as “students” with Catlin in class, I couldn’t also get a teacher
account until Catlin either released us from the class or quit the class. She responded to my email just the
other day about de-enrolling me from the trial Schoology class so I can create
a teacher account with my school email so that I can start getting students on
the site. Previous to this, in
Kodiak where I taught for four years, the district was using Moodle as their
LMS system that not only allowed me to upload documents, provide links, and
assign activities, it also allowed me to create online discussions. Since coming to Juneau, I’ve been
learning about Google Apps for Education, particularly Google Classroom. While it is a beneficial resource, it
does not do online conversations as effectively as Moodle; Schoology is just
what I was wanting and needing. I
look forward to using Catlin’s resources to set expectations and begin to use
the site for these discussions.
Another resource
Catlin shared I found intriguing was her approach teaching vocabulary. I appreciate her tip to using
vocabulary.com as well as the activities she does in class, particularly the
one similar to the late night show host Jimmy Fallon’s skit. I found the activities engaging and I’m
certain students will, too.
Recently, my 10th
grade English students began reading Things
Fall Apart by Chinua Achebe and because I have just under fifty students in
the classes, I started them using vocabulary.com with the new unit. Students have only reviewed vocabulary
for chapters one through six to this date, but with those twenty words, they
have had an incredible amount of practice. I also appreciate the leaderboard on the website that allows
students to have a friendly competition with each other and their vocabulary. Vocabulary.com offers new and different
study practice options from the more commonly known site quizlet.com.
And finally, the
other really appreciated resources Catlin shared with the class was the wealth
of resources where teachers could find texts to share with students. She listed
a variety of websites, some I had heard of like NewsELA and Diigo as well as
others I had not including CommonLit and Smithsonian Teen Tribune. One she did not mention that I have had
great success with and is free, is ReadWorks.org.
Allowing students
to access information from texts is key to learning; NewsELA is a great
resource that allows students to do this.
I have used NewsELA in the past, but I used it again quite recently
after Catlin reminded me of its existence. I was able to find a class text in NewsELA so that my
students who were unable to access the information from the primary source and
its 1330 Lexile score would be able to do so with a modified version. All students were successful with the
activity because of NewsELA. I
have used Diigo in my professional education—a professor required we locate
resources and tag them—but I didn’t realize its full capacity for education
until Catlin mentioned this. I
look forward to asking students to download the Diigo extension on their chrome
books and asking them to annotate.
I have used ActivelyLearn to annotate, but it only allows a certain
amount of documents uploaded a month with the free account and Diigo is always
free.
Catlin gave so
many great ideas that I had to purchase her text she plugged at the end of each
class.
It has so much information
that we didn’t cover in class as well as ideas discussed more in depth
.
Again, I’m
sure I’ll be using the rest of my year with my students to weave all of these
activities in.
It’s been a very
inspiring class!